Download Appendix A

APPENDIX A – COURSE SYLLABI
A-1
Course:
CHE 100 Introduction to the Profession I
Description:
Introduction to chemical engineering and engineering productivity software. Communication skills
development, technical reporting and presentation, engineering ethics, and a variety of topics are
discussed. Prerequisite: None. (1-2-2).
Course Goals:
1. Discussion of the impact of engineering activities to the society. Being a responsible citizen, consideration of
environmental and ethical issues.
2. Use of software (Microsoft Word, Excel, Powerpoint) for technical activities such as data manipulation,
spreadsheet calculations and graphics, technical report writing, and technical presentation.
3. Solving engineering problems using spreadsheet calculations (Microsoft Excel).
4. Technical report writing, World Wide Web (WWW, Netscape) and library resource utilization.
5. Discussion of career development opportunities (Faculty and IIT Placement Office staff).
Student Learning Objectives(SLOs):
Upon completion of this course, students will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
Use personal computers to prepare documents, spreadsheets, and presentations in a networked
computing environment.
Analyze typical chemical engineering data and summarize it using graphs and tables, with the
help of commercially available computational software (such as MATLAB, or equivalent).
Prepare a technical report containing results and discussion of a technical problem solution
using commercially available computational software (such as MATLAB, or equivalent) and
word processing software.
Prepare a technical presentation to communicate the results and summary findings of a problem
solution.
Make an oral presentation of a technical project using multimedia communication equipment.
Search and collect technical information using library databases and internet resources.
Recognize, analyze, and propose solutions to ethical issues involved in a typical chemical
engineering company.
Recognize and identify environmental issues in a typical chemical engineering company.
Course Relationship To CHE program Educational Objectives:
This introductory course contribute to the CHE program objectives & outcomes as follows:
Outcome IV: Students learn how to use computers and computational techniques as productivity tools in
various aspects of the chemical engineering profession. Their activities include computational calculations,
graphical data analysis and representation, technical reporting and multi-media presentations. This outcome
is supported by SLOS 1-6.
Outcome VI: Students are taught to develop their communication skills through a number of technical
project reporting assignments and oral/multi-media presentations. This outcome is supported by SLOS 1, 3,
4 and 5.
Outcome VII: Students participate in introductory teamwork activities in a number of team projects. This
outcome is supported by all SLOs.
Outcome VIII: Students learn about the importance of professional ethics through the conduct of a roleplaying class debate about a hypothetical hazardous situation in a chemical plant and its impact on the
neighboring community. Students are also introduced to the importance of environmental issues in chemical
engineering through class projects. This outcome is supported by SLOs 7 and 8.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome IX assessment committee (in Year 3) to formulate future metrics.
A-2
Course:
CHE 101 Introduction to the Profession II
Description:
A continuation of CHE 100. Advanced engineering applications of productivity software. Engineering
graphics and technical flowsheeting. Team project research and project management skills. Internet
publishing. Prerequisite: CHE 100. (0-4-2)
Course Goals:
1. To continue to expose the students to introductory concepts related to the Chemical Engineering profession while
concentrating on graphical methods, flowsheeting, and flowsheet calculation methods.
2. To expose the students to the basic concepts of team-based research and research project management.
Student Learning Objectives(SLOs):
Upon completion of this course, students will be able to:
1. Understand the elementary concepts of conservation and the introductory applications of material
and energy balances, and derive mathematical models for simple engineering systems.
2. Use computer-aided calculations to solve chemical engineering problems at a mastery level
beyond that achieved in ChE 100, including the use of iterative procedures, repetitive task
programming, solution of ordinary differential equations, solution of coupled nonlinear algebraic
equations, and exploratory optimization. This is achieved with the help of commercially available
computational software (such as MATLAB, or equivalent).
3. Recognize the breadth of application fields for Chemical Engineering principles.
4. Comprehend the purpose, utility and basic functions of process flowsheets and process simulator
software.
5. Conduct project research as part of a team while applying sound management principles including
proposal writing, task management (definition and assignment), setting goals and timelines,
collecting and interpreting research materials and data, and reporting findings via multi-media
channels.
6. Communicate results and findings in written, electronic and oral formats.
Course Relationship to CHE program Educational Objectives:
This introductory course contribute to the CHE program objectives & outcomes as follows:
Outcome II: Students are exposed to basic introductory principles of chemical engineering through project
computations. This outcome is supported by SLOs 1through 6.
Outcome IV: Students continue to use computers and computational techniques as productivity tools in
various aspects of the chemical engineering profession. The activities are at a more advanced level than in
ChE 100 and include computations and programming, engineering graphics, flowsheeting, basic process
simulation and technical communication (including web page design). This outcome is supported by SLOs 2,
4, and 5.
Outcome VI: Students continue to develop their communication skills through a number of technical project
reporting assignments and through a major team-based research project. This outcome is supported by SLOs
5 and 6.
Outcome VII: Students carry-out team-based project research in an area of interest in chemical engineering.
In the course of this process, they learn to apply sound project management techniques which aim at
achieving best utilization of team resources. This outcome is supported by SLO 5.
Outcome VIII: Students are introduced to the breadth of application of chemical engineering activities as
they carry out calculations on a biomedical process dealing with artificial kidney design, and as they get
involved in project research in diverse chemical engineering topics of their selection. Additional exposure to
the diversity of the profession is offered by guest lecturers from among the department faculty and others.
This outcome is supported by SLO 3.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome IX assessment committee (in Year 3) to formulate future metrics.
A-3
Course:
ChE 202
Materials and Energy Balances
Description:
Material and energy balances for engineering systems subjected to chemical and physical
transformations. Calculations on industrial processes. Prerequisites: CS 105, MATH 152, and one
year of chemistry. (3-0-3)
Course Goals:
1. To provide students a basic understanding of units, physical properties, kinetics, and thermodynamics and to
apply them to solve engineering problems.
2. To provide students necessary skills required for drawing a process flowchart in terms of its components,
establishing the relationship between known and unknown process variables based on descriptive
information, and solving for the unknowns to obtain the desired solution.
3. To provide students the basic concepts to formulate and solve material balances, energy balances, and both
simultaneously.
4. To develop systematic problem solving skills and improve confidence.
5. To learn how to deal with complex material and energy balances and work in a team environment to solve
these complex problems
Students Learning Objectives:
Upon completing the course, the student will be able to
1. Describe SI and American Engineering systems of units and carry out the conversions between units.
2. Describe basic laws of the behavior of gases, liquids, and solids.
3. Describe the difference between ideal and real gases, use compressibility factor and appropriate charts to predict
P-V-T behavior of a gas.
4. Describe multiphase systems and use appropriate equations to calculate partial pressure, vapor pressure,
humidity, etc.
5. Describe the difference between an open and a closed system and write material and energy balance for such
systems.
6. Describe reactive and nonreactive processes and write material and energy balances for such systems.
7. Draw a process flow chart for a complex chemical system and solve for material and energy balances.
Course Relationship to CHE program Educational Objectives:
This introductory level course contribute to the CHE program objectives & outcomes as follows:
Outcome II: Students apply their knowledge of mathematics and science to understand systems of units,
behavior of gases, liquids, and solids in single and multi-phase systems. Students learn to identify chemical
engineering problems, represent them graphically using flow charts, formulate materials and energy balances
and solve them. This outcome is supported by SLOs 1, through 7.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome IX assessment committee (in Year 3) to formulate future metrics.
A-4
Course:
CHE 296-Introduction to IPRO
Description:
Introduction to process design. Principles and techniques in effective team work. Performance of
selected design tasks in project groups integrated with IPRO 496. Practice with process design
software. First part of the IPRO-296--IPRO 496 project package. Only CHE students should
register for this course. Prerequisite: CHE 101, CHE 202, or consent of instructor. (0-2-1)
Course Goals:
1. To provide students knowledge to recognize various issues related to design of chemical processes, to carry out
assigned tasks in a multi-task project, and communicate effectively (i.e., verbal, written, and visual).
2. To provide students the necessary skills to apply knowledge of mathematics, science, and engineering to carry
out simple design tasks.
3. To provide students introduction to using a commercially available process simulator to design individual unit
operation modules and simple chemical processes
Student Learning Objectives:
Upon completion of this course, students will be able to:
1. Recognize various issues related to design of chemical processes.
2. Function in a multi-task chemical engineering project as a junior member of a team and interact/communicate
effectively with peers and senior members in a team environment. Prepare reports, posters, and formal
presentation slides using multimedia.
3. Apply their knowledge of mathematics and science to carry out simple design tasks.
4. Use commercially available process design software to simulate individual unit operations modules and simple
processes.
Course Relationship to CHE program Educational Objectives:
This introductory level course contribute to the CHE program objectives & outcomes as follows:
Outcome III. Students are introduced to various issues related to design of chemical processes. Students
apply their knowledge of mathematics and science to carry out simple design tasks. This outcome is
supported by SLOs 1, and 3.
Outcome IV. Students are introduced to commercially available process simulation software. Students learn
to use the software to simulate individual units and simple processes. This outcome is supported by SLO 4.
Outcome VI. Students utilize modern communications technologies to prepare presentations, websites,
posters, and reports. This outcome is supported by SLO 2.
Outcome VII. Students learn to function effectively as a junior member of an intra-disciplinary or interdisciplinary team. This outcome is supported by SLO 2.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome IX assessment committee (in Year 3) to formulate future metrics.
A-5
Course:
CHE 301 Fluid Mechanics and Heat Transfer Operations
Description:
Flow of fluids and heat transfer. Fundamentals of fluid flow and heat transfer design equations as
applied to selected unit operations. Prerequisites: CHE 202, MATH 252. Co-requisite: CHEM 343,
MATH 251. (3-0-3)
Course Goals
1. To provide students with the concepts needed to understand the physics of fluid flow and heat transfer.
2. To provide students with the design equations and techniques for their application for the design of fluid
flow and heat transfer equipment.
Student Learning Objectives
Upon completion of this course, students will:
1. Understand basic concepts in fluid flow such as viscosity, velocity, deformation and stress.
2. Comprehend the use of differential mass and momentum balances in the analysis of laminar flow through
pipes.
3. Understand the nature of laminar and turbulent flows and the physical significance of the Reynolds number.
4. Be able to apply integral mass, momentum and mechanical energy balances to steady and unsteady flow
processes.
5. Be able to calculate the friction factor and pressure drop-flow rate relations for pipe flow.
6. Be able to apply integral mass and mechanical energy balances in conjunction with empirical correlations for
friction losses in the design and analysis of flow systems.
7. Understand basic concepts in heat transfer such as energy, heat, thermal conductivity and temperature.
8. Comprehend the use of the differential energy balance in the analysis of conduction in solids.
9. Understand the physical significance of the Nusselt and Reynolds numbers.
10. Be able to calculate heat transfer coefficients for pipe flow.
11. Be able to apply integral mass and thermal energy balances in conjunction with empirical correlations for
heat transfer coefficients in the design and analysis of heat exchangers.
12. Be able to formulate and solve linear ordinary differential equations that are relevant to unit operations
involving fluid flow and heat transfer.
Course Relation to Program Educational Objectives
This intermediate level course contribute to the CHE program objectives & outcomes as follows:
Outcome I. Students learn to formulate and solve linear ordinary differential equations that are relevant to
unit operations involving fluid flow and heat transfer. This outcome is supported by SLO 12.
Outcome II. Students learn fundamental concept of fluid and heat transfer and are taught to apply concept of
differential mass, momentum, and energy balances to the analysis of flow and heat. This outcome is
supported by SLOs 1-4, and 7-9.
Outcome III. Students apply the fundamental concepts learned in this course to perform engineering
calculations for fluid flow and heat transfer systems. Students also apply their knowledge to the design and
analysis of flow systems and heat exchangers. This outcome is supported by SLOs 5,6,10, and 11.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome IX assessment committee (in Year 3) to formulate future metrics.
A-6
Course:
CHE 302 Heat and Mass Transfer Operations
Description:
Fundamentals of heat and mass transfer. Heat and mass transfer design equations as applied to
selected unit operations. Mass transfer in stage-wise and continuous contacting equipment.
Unsteady state operations in mass transfer equipment. Prerequisite: CHE 301. (3-0-3).
Course Goals:
1. To gain an understanding of the principles of mass and heat transfer phenomena
2. To apply principles of mass and heat transfer to analysis and design of unit operation systems.
Student Learning Objectives (SLOs):
Upon completion of this course, students will be able to:
1. Determine material balance in systems involving molecular diffusion.
2. Apply Fick’s law to dilute and concentrated systems under steady state conditions for various geometry.
3. Predict binary diffusivity in different phases from the available theories and correlations.
4. Calculate interfacial equilibrium concentrations for transport of material from one phase to another.
5. Derive material and energy balance equations for packed bed humidification and drying processes.
6. Use the analytical methods of Kremser to determine number of equilibrium stages in dilute separation
processes for binary systems.
7. Design membrane systems for separation of gases, reverse osmosis, and ultra-filtration.
8. Understand basic concepts in heat transfer such as energy, heat, thermal conductivity and temperature.
9. Comprehend the use of the differential energy balance in the analysis of conduction in solids.
10. Be able to calculate heat transfer coefficients for pipe flow and understand the physical significance of the
Nusselt number.
11. Be able to apply integral thermal energy balance in conjunction with empirical correlations for heat transfer
coefficients in the design and analysis of heat exchangers.
12. Be able to formulate and solve linear ordinary differential equations that are relevant to unit operations
involving heat transfer.
Course Relationship to CHE program Educational Objectives:
This intermediate level course contributes to the CHE program objectives & outcomes as follows:
Outcome II: Students learn fundamentals of mass and heat transfer. This outcome is supported by SLOs 1
to 4 and 8-10.
Outcome III: Students develop engineering judgment and gain experience related to design of unit operation
processes. This outcome is supported by SLOs 5 thru 7 and 11.
Outcome IV: Students use spreadsheets and other engineering software for data analysis and presentation.
This outcome is supported by SLO 7.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome XI assessment committee (in Year 3) to formulate future metrics.
A-7
Course: CHE 311/412 Foundation of Biological Sciences for Engineering
Description: This course is designed to introduce students to the key concepts of biology relevant to modern
engineering. Emphasis is on biomolecular structure, basic biochemistry, cell biology, and molecular genetics.
Prerequisite: CHEM 237 (?)
Course goals:
1.
2.
3.
To introduce the basic biological concepts to engineering students.
To allow students to take more advanced courses with biological components.
To introduce students to examples of current bio- related scientific and engineering challenges that they
might be exposed to in their future careers.
Student Learning Objectives (SLOs):
1.
2.
3.
4.
5.
6.
7.
8.
Gain understanding of principles of life’s unity and diversity. Learn the basics of lipid, amino acid, protein
and nucleic acid structures.
Understand the basis of cellular structure, and be able to recognize the role of the cell membrane, nucleus,
endoplasmic reticulum, Golgi apparatus, mitochondria, chloroplasts, and ribosomes.
Understand how cells acquire and release energy, principles of photosynthesis and aerobic respiration
Understand the key events of cell division mechanisms, mitosis and meiosis.
Understand the principles of Mendelian genetics and a Punnet square method. Recognize connection
between Mendelian genetics and molecular chromosomal genetics.
Learn the mechanism of protein synthesis. Transcription and translation.
Learn the current events in bioengineering. Prepare ten written assignments on hot topics in biological
engineering.
Participate in a group project on one of the current novel biological engineering research topic.
Course Relationship to CHE program Educational Objectives:
Outcome VII: Students participate in a multidisciplinary team project in biological engineering. This
outcome is supported by SLO 8.
Outcome VIII: This outcome is supported everywhere throughout the course, as most of the topic as dealt
with ethical and societal issues. Mostly this outcome is supported by SLOs 5, 7 and 8
Outcome IX: Students learn how to acquire relevant information from current publications and internet
sources as a way to prepare their current event assignments and the group project. This outcome is supported
by SLOs 7 and 8.
A-8
Course:
CHE 317 Chemical Engineering Laboratory I
Description:
Laboratory work in the unit operations of chemical engineering; fluid flow, heat transfer, and other
selected topics. Prerequisite: CHE 301. (1-3-2)
Course Goals:
1. To complement the student knowledge of heat and momentum transfer with laboratory experimentation.
2. To learn data acquisition and control with computer using LabVIEW or other graphical languages.
3. Acquire skills of documentation of technical information and communication in laboratory practice.
Student Learning Objectives (SLOs):
Upon completion of this course, student will be able to:
1. Acquire data using computer with the data acquisition and control software LabVIEW.
2. Analyze experimental data and discuss the fitness of correlations based on the theories developed in
literature. Determine the sources of error and make proper recommendations to correct them.
3. Write engineering reports with the format and standards of the chemical engineering journals and make oral
presentations using multimedia.
4. Work with flow meters, identify their limit of accuracy, calibrate them, and select them for a given
application based on economical considerations.
5. Work with thermocouples, know the principle of operation, and know about their types, nonlinearity, and
correction for cold junction.
6. Devise experiments to determine pressure drop and friction factor in a pipe. Predict and verify flow
rate/pressure drop in a water distribution network. Determine pressure drop in a fixed packed bed and
fluidized beds. Identify the parameters that affect pressure drop in these beds.
7. Study flooding in a packed bed. Determine loading zone and stable range of operation in a packed bed with
countercurrent flow of air and water. Characterize the random packing in such columns by analyzing the
behavior of two types of random packing. Develop generalized graphs for the systems under study.
8. Develop characteristic curves for pumps including graphs of head-flow, power flow and efficiency and
different pump speeds. Learn safe operation of a pump and avoiding damaging phenomena such as
cavitation. To select a pump for a specified application.
9. Heat and energy balance on equipment such as evaporators and heat exchangers. Determine factors
affecting heat transport in a heat exchanger. Determine temperature profiles in cocurrent and countercurrent
configurations in a heat exchanger.
10. Determine thermodynamic analysis of process equipment from the viewpoint of first and second laws of
thermodynamics.
11. Automatic feed back control of a process using LabVIEW to obtain open loop and tuning parameters.
Note: Due to the time limitations student may not be able to perform all the experiments. However, they
will have met all the objectives either by lecture or hands on experimentations.
Course Relationship to CHE program Educational Objectives:
This intermediate level course contribute to the CHE program objectives & outcomes as follows:
Outcome II. Students apply their fundamental knowledge of heat and fluid flow through hands-on
laboratory experimentation. This outcome is supported by SLOs 4 thru 9, and 11.
Outcome V. Student are exposed to experimentation using instruments and software that are comparable to
those used most modern industrial settings. This outcome is supported by SLO 1,4, 5, and 6.
Outcome VI. Students develop communication skills thru multimedia presentation of their work.
This outcome is supported by SLO 3.
Outcome VII. Students acquire the ability to work in intra-disciplinary environments while working as a
team in the laboratory. This outcome is supported by SLOs 1 thru 11.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome IX assessment committee (in Year 3) to formulate future metrics.
A-9
Course:
CHE 351: Chemical Engineering Thermodynamics
Description:
Laws of thermodynamics and their application to chemical engineering operations.
Prerequisite: CHEM 343. (3-0-3)
Course Goals:
1. To introduce students to the scope and domain of thermodynamics and an understanding of the 1st law and
2nd law of thermodynamics.
2. To provide students the knowledge of P-V-T relationship and thermodynamic properties.
3. To provide students the knowledge to calculate work, heat, and changes in the energy of a system in a
process.
4. To provide students the knowledge to analyze power and refrigeration cycles.
Student Learning Objectives:
Upon completion of this course, students will be able to:
1.
Understand the scope and domain of thermodynamics and cite important definitions and concepts of
thermodynamics.
2.
Understand internal energy, heat, and work and the First Law of Thermodynamics.
3.
Understand the Second Law of Thermodynamics and entropy.
4.
Identify thermodynamically consistent equations of state.
5.
Define generalized thermodynamic potentials, such as enthalpy, the Gibbs free energy, and the Helmholtz
potential and interconvert between these potentials, internal energy and entropy. Use Thermodynamic
potentials to solve problems of non-isolated systems, and to place thermodynamic restrictions on
measurable material properties.
6.
Derive and manipulate Maxwell Relations and use these and other relations to derive a relationship
between any thermodynamic quantity and a small set of measurable thermodynamic quantities using a set
of systematic thermodynamic manipulations..
7.
8.
9.
10.
Predict pure-component Vapor-Liquid equilibrium using any acceptable equation of state.
Analyze and design power cycles.
Analyze and design refrigeration cycles.
Apply the concepts of thermodynamics to non-process areas, such as stretching DNA strands, adsorption
on surfaces, and fuel cells.
Contribution to Professional Component:
Three (3) semester units of Engineering Topic, all in Engineering science.
Course Relationship to CHE program Educational Objectives:
This intermediate level course contribute to the CHE program objectives & outcomes as follows:
Outcome II: Students learn fundamental knowledge of thermodynamics and learn to apply laws of
thermodynamics to analyze processes and cycles. This outcome is supported by SLOs 1, through 10.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome IX assessment committee (in Year 3) to formulate future metrics.
A-10
Course:
CHE 406: Transport Phenomena
Description:
The equations of change in different orthogonal coordinate systems (mass, momentum, and energy
transport). Velocity distribution in laminar and turbulent flow. Formulation and analytical solutions to the problems
of viscous flow, molecular diffusion, heat conduction, and convection. Prerequisites: CHE 301, CHE 302, and
MATH 252 (3-0-3).
Course Goals:
1. To provide students with the ability to formulate differential forms of the transport equations governing fluid flow,
heat transfer and multi-component mass transfer.
2. To provide students with an understanding of the physical basis for the transport equations and their limiting forms.
3. To provide students with the knowledge required to solve fluid flow, heat transfer and multi-component mass
transfer problems and interpret the solution.
Student Learning Objectives:
Upon completion of this course, students will be able to:
1. Understand how conservation laws for mass, momentum and energy can be expressed as differential transport
equations.
2. Understand the significance of classical constitutive laws for mass, momentum and energy transport and transport
coefficients such as viscosity, thermal conductivity and mass diffusivity.
3. Formulate simplified forms of the transport equations for fluid flow, heat transfer and multi-component mass
transfer problems.
4. Formulate boundary conditions for fluid flow, heat transfer and multi-component mass transfer problems.
5. Understand the use of dimensional analysis to find limiting forms of the transport equations.
6. Solve and interpret solutions of transport problems for fluid flow, heat transfer and multi-component mass transfer
relevant to chemical and biological processes.
Course Relationship to CHE program Educational Objectives:
This upper level course contributes to the CHE program objectives & outcomes as follows:
Outcome II: Students refine and reinforce their chemical engineering knowledge by the systematic approach
to modeling of transport phenomena. This outcome is supported by SLOs 1-6
Outcome IV: Students are required to solve transport problems using computational methods. This outcome
is supported by SLO 6.
Outcome IX: Students acquire tools of future research by learning analytical solutions to complex problems
of transport phenomena. This outcome is supported by SLOs 2-6. Furthermore, the entire ChE curriculum is
designed to instill in the students a yearning for the pursuit of "Life Long Learning", and the skills necessary
for it. Each course achieves this goal by various means. The assessment plan for this outcome is currently
under development, data are continually being collected to assess the whole range of methodologies that are
used in this regard. All data collected will be used by the outcome IX assessment committee (in Year 3) to
formulate future metrics.
A-11
Course:
CHE 418 CHEMICAL ENGINEERING LABORATORY II
Description:
Laboratory work in distillation, humidification, drying, gas absorption, filtration, and other areas.
Prerequisites: CHE 302, CHE 317, and CHEM 247. (1-3-2)
Course Goals:
1. To complement the student knowledge of physical separation and chemical reaction processes with
laboratory experimentation.
2. To apply laws of equilibrium and transport to evaluate efficiency of unit operation processes in laboratory
practice.
3. Acquire skills of documentation of technical information and communication of in laboratory practice.
Student Learning Objectives:
Upon completion of this course, students will be able to:
1. Use MSDS in work place.
2. Analyze behavior of non-ideal stirred tank by obtaining its response to a step change in feed concentration
and comparing it to the models available in literature.
3. Determine kinetic parameters of a non-elementary reaction using a batch reactor.
4. Determine activation energy and conversion in a tubular reactor with heterogeneous catalysts and to
determine the rate controlling mechanisms.
5. Determine height of mass transfer units (HTU) as a function of gas and liquid flow rates in a packed
absorption column.
6. Determine number of equilibrium trays and column efficiency in a countercurrent tray column.
7. Analyze performance of gas separation membranes as a function of operating pressure and system
configurations.
8. Determine kinetics of a free radical polymerization.
9. Determine drying schedule and drying mechanisms.
10. Acquire vapor-liquid equilibrium and verify thermodynamic consistency using Gibbs-Duhem equation.
11. To enhance communication skills by writing technical reports on the performed labs and oral presentations
using multimedia.
Course Relationship To Che Program Educational Objectives:
This upper level course contribute to the che program objectives & outcomes as follows:
Outcome II. Students apply their fundamental knowledge of mass transfer, reaction engineering,
thermodynamics, and process dynamics through hands-on laboratory experimentation. This outcome is
supported by SLOs 2 through 10.
Outcome III. Students develop engineering judgment and gain experience related to design of unit operation
processes. This outcome is supported by SLOs 1 thru 10.
Outcome V. Student are exposed to experimentation using instruments and software that are comparable to
those used most modern industrial settings. This outcome is supported by SLO 2 thru 10.
Outcome VI. Students develop communication skills thru multimedia presentation of their work.
This outcome is supported by SLO 11.
Outcome VII. Students acquire the ability to work in intra-disciplinary environments while working as a
team in the laboratory. This outcome is supported by SLO 2 thru 11.
Outcome VIII. Students develop integrity and respect for professional ethics in data acquisition and
documentation. This outcome is supported by SLO 1 thru 10.
A-12
Course:
CHE 423 Chemical Reaction Engineering
Description:
Introduction to the fundamentals of chemical kinetics. The design, comparison, and economic
evaluation of chemical reactors. Emphasis on homogeneous systems. Prerequisite: CHE 302, CHE
351, CHE 433. (3-0-3)
Course Goals:
1. To provide students with a clear understanding of chemical reaction engineering, by continuing to build on
the preliminary exposure in ChE 433.
2. To provide students the basic concepts of the circumstances arising in multi-component reaction systems.
3. To provide students with the ability to analyze experimental data and discriminate among candidate reaction
mechanisms.
4. To learn how to deal with reactions occurring in multi-phase systems (such as reactions coupled with
separations).
5. To develop systematic problem solving (both analytical and numerical) skills and improve confidence.
6. To learn how to formulate complex reactor analysis and design problems and work in an interactive
environment to solve these.
7. To develop and promote critical thinking (justification for results) and creative thinking (open-ended
problems) among students.
Student Learning Objectives(SLOs):
Upon completion of this course, students will be able to:
1. Formulate mathematical models describing isothermal reactor systems and use their equations to design and
develop solutions to realistic reaction problems. This includes situations involving multiple reactors in
sequential, parallel or mixed arrangements, multiple reactions and simple simultaneous reaction/separation
schemes.
2. Formulate mathematical models describing non-isothermal reactor systems and use their equations to design and
develop solutions to realistic reaction problems. This includes situations involving adiabatic and non-adiabatic
reactors, equilibrium in reversible reaction systems, and multistage operation with inter-stage cooling/heating.
3. Describe the transient behavior of isothermal and non-isothermal reactors, including semi-batch operation, CSTR
startup, and optimization of reactant feeds to enhance selectivity.
4. Understand the concepts of steady state stability, multiplicity of steady states and nonlinear dynamics in
continuous non-isothermal reactor operation.
5. Formulate and evaluate reaction mechanisms for complex reaction situations.
6. Understand the basic fundamentals of biological system kinetics including enzymatic reactions and fermentation
processes in the presence of microorganisms, and design and develop reactor setups for biological systems.
7. Utilize software products to model and simulate elaborate reactive process systems.
8. Understand the processes involved in gas-solid heterogeneous catalysis and discriminate among candidate
reaction mechanisms based on the analysis of experimental observations.
Course Relationship to CHE program Educational Objectives:
This upper level course contribute to the Che program objectives & outcomes as follows:
Outcome II: Students learn the fundamentals of kinetics and thermodynamics applicable to reactive systems.
Students apply this knowledge to a variety of reaction systems including single and multiple reactions being
conducted in a variety of reactor types and configurations. Students apply these concepts to the analysis and
optimization of process conversion, selectivity, yield, economics and reaction conditions. Advanced
knowledge is also acquired by analysis of non-isothermal and catalytic reactive systems. This outcome is
supported by SLOs 1-8.
Outcome III: Students learn basic design operations as applied to chemical reaction systems. Students apply
these fundamentals to a variety of reactor problems including various reactor types and configuration, with
emphasis on obtaining optimal reactor design variables. This outcome is supported by SLOs 1, 2, and 6.
Outcome IV: Students utilize computational techniques for the simulation, analysis and design of reactive
processes and systems. Students learn the utility of these computational techniques in selecting reactor types
A-13
suitable for a particular reaction scheme, optimizing yield and selectivity in multiple reaction systems and
designing chemical reactors in general. This outcome is supported by all SLOs as computational techniques are
utilized throughout for homework problems and design projects.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to assess
the whole range of methodologies that are used in this regard. All data collected will be used by the outcome
IX assessment committee (in Year 3) to formulate future metrics.
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Course:
CHE 426. Statistical Tools for Chemical Engineers
Description:
The purpose of this course is to provide the student with tools needed to make engineering
decisions based on statistical reasoning. Such tools include the theory of probability; the notion of
random variables, discrete, continuous, single variable and multivariate, independent and
dependent; marginal and conditional probability; the notion and design of a random experiment,
organization and representation of data, regression; the central limit theorem and the central role of
the normal distribution, formulation of and testing a null hypothesis and an alternative hypothesis.
Course Goals:
1. To provide students with the concepts needed for statistical inference, including probability.
2. To provide students with tools for interpreting and analyzing data.
3. To provide students with the ability to plot data for comparison with stochastic models
4. To provide students with concepts and tools to conduct statistical experiments
Student Learning Objectives(SLOs):
1. Design Experimental Investigations, including the ability to make changes in controllable variables, draw
inferences from the results and design an experiment, including a factorial experiment.
2. Understand the notions of population and of sample, including the ability to calculate sample and population
means, variances and standard deviations.
3. Understand the notion of making statistical inferences on a population using data taken from a sample.
4. Be able to handle and plot data including dot plots, stem and leaf plots, histograms, box plots , time
sequence plots and control charts for process control.
5. Understand the idea of a single random variable, both discrete and continuous.
6. Know when to use certain probability distributions such as uniform discrete, binomial, poisson, geometric,
uniform continuous, normal.
7. Understand the notions of multivariate probability distributions and be able to calculate marginal
probability, conditional probability and to recognize when random variables are stochastically dependent or
independent.
8. Be able to use probability distributions both with tables and with computer software.
9. Understand and be able to use the notion of a regression line and linear correlation and test whether the
residuals are random.
10. Be able to plot data versus a probability distribution using a quantile-quantile plot and us the plot to estimate
the parameters of the distribution.
11. Understand the use and appropriateness of the central limit theorem in making statistical inferences.
12. Be able to formulate a null hypothesis, an alternative hypothesis and systematically test the hypothesis after
choosing a level of significance.
13. Be able to calculate the probability of a type 1 and of a type 2 error in deciding whether to accept or to reject
the null hypothesis.
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Course:
ChE 430 Petrochemical Systems Design
Description:
Introduction to the matrix of fuels and petrochemical processes derived from the allocation of
intermediate feed stocks in a modern refinery.
Course Goals:
1.
2.
3.
To provide the students with an understanding of the allocation of refinery intermediate feed stocks
to produce both fuels and petrochemicals.
To provide the students with an understanding of the organic chemistry synthesis paths in producing
fuels and petrochemicals.
To teach linear programming optimization and to provide an application for the students to optimize
the interactions between fuels and petrochemicals production in a modern refinery
Student Learning Objectives:
Upon completion of this course the student will be able to:
1.
2.
3.
4.
5.
Understand the processing of crude tower overhead gas product to isomerate and alkylate gasolines
and to olefin monomers, polymers, plastics, gasoline additives and synthetic rubber.
Understand the processing of the crude tower medium boiling range naptha fractions to high octane
aromatic gasoline and the extraction of aromatics to produce polymers and synthetic detergents and
fibers.
Understand the importance and function of the refinery units hydrocracking, catalytic cracking
visbreaker, and coker to produce fuels and also feed stocks to other fuels and petrochemicals units.
Prepare a linear optimization system for the combined production of fuels and petrochemicals.
Understand the production of petrochemicals from alternate feed stocks derived from coal
gasification, Fisher-Tropsch reactions, and steam reforming,
Course Relationship to ChE program Educational Objectives
This level four course contribute to the ChE program objectives and outcomes as follows:
Outcome II. Students learn the key steps in the organic chemistry synthesis of fuels and
petrochemicals. Outcome is supported by SLOs 1, 2, and 3.
Outcome III. Students apply their chemical engineering knowledge to optimize the allocation of
refinery feed stocks to produce fuels and petrochemicals.They also learn of the economic demand
of goods produced from petroleum in refinery operations. This outcome is supported by SLO 4.
Outcome IV. Students utilize modern and commercial software systems to optimize the refinery
operation. This outcome is also supported by SLO 4.
Outcome VI. Students use modern communication websites to learn of petrochemical production
processes. Outcome supported by SLOs 1, 2, and 3.
Outcome VIII. Students become aware of the need to produce both fuels and
petrochemicals from petroleum. Outcome is supported by SLO 4.
Outcome IX. Fuels and goods are social issues, and the students should desire to continue their
"Life Long Learning" on the issues.
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Course:
CHE 433 Elements of Process Modeling and Systems Theory
Description:
Principles of process modeling. Modeling of non-reactive dynamic processes. Transfer functions.
Modeling of multistage and non-linear processes. Discrete-event processes, Markov processes, and
automata theory. Prerequisite: CHE 301. Corequisites: CHE 302, CHE 351. (3-0-3)
Course Goals:
1. To introduce students to the disciplines of mathematical modeling and systems theory as alternative
approaches to using design equations.
2. To provide students with basic knowledge of linear system theory and the tools necessary for solving these
systems as well as simple nonlinear systems especially those arising from reactive processes.
3. To provide students an introduction to the handling of large systems of algebraic equations as might arise in
multi-stage calculations.
4. To provide a brief exposure to discrete systems and nonlinear dynamics.
Student Learning Objectives(SLOs):
Upon completion of this course, students will be able to:
1. Identify the elements of a system including its states, conserved quantities and rate processes and develop
the equations necessary for modeling such system.
2. Carry out linearization of the equations describing a nonlinear system.
3. Employ Laplace transforms and Transfer functions to solve linear systems of equations.
4. Understand the dynamics of first and second order systems and the common features exhibited in these
universality classes.
5. Model simple isothermal reactive processes carried out in batch or continuous reactors, and use these models
to either design reactors or simulate their steady state and dynamic behavior.
6. Setup and solve the systems of algebraic equations used to model multi-stage processes and apply these
concepts to practical mass transfer operations.
7. Understand the basic concepts of discrete systems theory and the ways these differ from continuous variable
models.
8. Understand the basic concepts of nonlinear dynamics and stability and their relevance to engineering and
natural systems.
Course Relationship to CHE program Educational Objectives:
This Upper level course contribute to the CHE program objectives & outcomes as follows:
Outcome II: Students learn the fundamentals of process modeling and systems theory. Processes and
techniques are selected from process dynamics, reaction engineering and multi-stage mass transfer
operations. They also learn the modeling techniques applicable to linear process theory. This outcome is
supported by SLOs 1-6.
Outcome IV: Students utilize computational techniques to explore the dynamics of some of the models they
develop as part of their activities in this course. This outcome is supported by all SLOs as applicable.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome IX assessment committee (in Year 3) to formulate future metrics. Students are exposed to the
philosophy of mathematical modeling as opposed to simple use of “design equations”, they learn to approach
problems by identifying systems and their essential components and applying the principles of modeling to
their analysis. Students are also exposed to advanced topics in discrete systems and nonlinear dynamics. The
course content is designed to stimulate an interest in pursuing the understanding of chemical engineering
systems at a deeper level. This outcome is supported by SLOs 1, 7 and 8.
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Course:
ChE 435 Process Control
Description:
Dynamic process models, stability assessment, feedback and feedforward control strategies, design
and tuning of closed-loop controllers, time domain and frequency domain design and performance
assessment methods. Multivariable systems, interaction, multi-loop control. Software for process
simulation and controller design. Prerequisite: CHE 302, CHE 433. (3-0-3)
Course Goals:
1. To introduce students to the basic concept of feedback in dynamic processes.
2. To provide students with the tools necessary to analyze the performance of a feedback system and determine
its stability characteristics.
3. To describe the goals and responsibilities of an industrial process control engineer.
4. To provide the conceptual foundation and terminology necessary for future study of advanced control system
design.
Student Learning Objectives(SLOs):
Upon completion of the course, the student will be able to:
1. Describe the advantages/disadvantages of feedback in the operation of dynamic systems.
2. Classify process variables as either control, manipulated or disturbance variables.
3. Construct block diagrams illustrating the intended control system structure.
4. Determine closed-loop transfer functions.
5. Explain the differences between P, PI and PID controllers.
6. Recognize the various indicators of closed-loop performance.
7. Apply the Routh stability criterion and the root locus method to controller design.
8. Compare and contrast frequency vs. time domain modeling approaches.
9. Construct and interpret Bode plots. Determine the gain and phase margin of a closed-loop system.
10. Design and tune a feedback control system using closed-loop performance guidelines.
11. Simulate the time dependent response of a closed-loop system.
12. Provide written justification and simulation based support for control system design choices.
Course Contribution to Program Educational Objectives:
This upper level course contributes to the Chemical Engineering program objectives by supporting the following
outcomes in the manner described:
Outcome II: Students apply their knowledge of process modeling and the fundamentals of material and energy
balances to investigate the dynamics of processes in open and closed loop configuration. Students acquire
knowledge about feedback control systems, their purpose, design, stability analysis and applications. Students
learn to utilize the various analysis tools developed for process control purposes in the time, Laplace and
frequency domains. This outcome is supported by SLOs 1–9.
Outcome III: Students learn basic design operations as applied to feedback control systems. Students apply
these fundamentals to a variety of process control problem situations, culminating in an end-of-semester
control design project for a complex chemical process. This outcome is supported by SLOs 10, 11, 12.
Outcome IV: Students utilize computational techniques for the simulation, analysis and design of dynamic
processes and systems in open and closed loop configurations. Students learn the utility of these computational
techniques in selecting control strategies, tuning controllers and analyzing the dynamic stability of process
control loops. This experience is further emphasized in the conduct of a control system design project applied
for a complex chemical process. This outcome is supported by SLOs 10, 11, 12.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to assess
the whole range of methodologies that are used in this regard. All data collected will be used by the outcome
IX assessment committee (in Year 3) to formulate future metrics.
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Course:
ChE 439 Numerical Methods and Data Analysis
Description:
Utilization of numerical methods to find solutions to a variety of chemical engineering problems.
Emphasis placed on problem formulation, development of computer code, and interpretation of
results. Techniques covered include: systems of algebraic equations, linear regression, and
statistics. Numerical differentiation and integration, solution of ordinary and partial differential
equations. Prerequisites: CHE 301, CHE 302, MATH 252. (3-0-3)
Course Goals:
1. To introduce students to the basic concepts of Numerical Algorithms
2. To provide the students with the skills to solve numerically mathematical models of complex chemical
engineering systems
3. To provide students with the tools necessary to analyze experimental data in order to estimate model
adjustable parameters..
4. To provide the conceptual foundation and terminology necessary for future study of process design and
optimization of chemical processes
Student Learning Objectives(SLOs):
Upon completion of the course, the student will be able to:
1. Understand the basic algorithms for the numerical solution of algebraic and differential equations
2. Understand the basic mathematical formulations of chemical engineering systems
3. Being able to formulate the structure for feeding the mathematical formulation to existing software packages
4. Solving the models and being able to analyze results and troubleshoot the solution
5. Understand the underlying statistical problems in analyzing experimental data
6. Being able to formulate the models in order to estimate the adjustable parameters from the data
7. Being able to perform residual analysis, model discrimination and goodness-of-fit studies
8. Understanding and applying the principles of optimal experimental design
Course Contribution to Program Educational Objectives:
This upper level course provides experience in the application of engineering fundamentals and mathematical modeling
principles to the numerical analysis of chemical processes. Furthermore it offers a systematic approach to the
experimental data analysis for parameter estimation, model discrimination and optimal experimental design. This course
contributes to the educational objectives of the chemical engineering program by supporting its outcomes as follows:
Outcome II: Students learn to apply fundamental knowledge acquired in previous courses to the modeling,
simulation and numerical analysis of chemical engineering processes. This outcome is supported by SLOs 14 and 6.
Outcome IV: Students utilize computational techniques to simulate and analyze the models they develop as
part of their activities in this course. They also learn advanced computational techniques for data analysis
purposes. This outcome is supported by SLOs 1 and 3-8.
Outcome V: Students are introduced to advanced analytical techniques for numerical and data analysis. This
outcome is supported by SLOs 1, 2, 5, 7 and 8.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome IX assessment committee (in Year 3) to formulate future metrics.
A-19
Course:
CHE 494 Chemical Process Design
Description:
Introduction to design techniques and economic aspects of chemical processes. The technical and
economic aspects of equipment selection and design, alternative methods of operation. Prerequisite:
CHE 302, CHE 351, CHE 433. (2-2-3)
Course Goals:
1. To provide students an introduction to various factors, aspects, and steps in design of chemical processes,
and the necessary tools to select and design process equipment and sequences of unit operations to produce
the desired products from the available feedstock.
2. To provide students the necessary skills to design chemical processes using a commercially available
process simulator (i.e., HYSYS).
3. To provide students the knowledge to estimate the capital and operating costs of the process equipment and
determine the economic viability of chemical processes, and the necessary techniques to minimize overall
process costs.
Student Learning Objectives:
Upon completion of this course, students will be able to:
1. Recognize different aspects of chemical processes, including technical, economics, safety, environmental,
and ethical factors in process design.
2. Understand the key steps involved in design of chemical processes, from the concept to practice.
3. Create process flow sheets using process simulators (e.g. HYSYS).
4. Design process equipment for multi-component systems including various distillation columns, heat
exchangers, reactors, and compressors/pumps, etc., and estimate the process equipment capital and operating
costs.
5. Compute various profitability measures such as Return on Investment, Annualized Cost, Cash Flow, Present
Value, and Investors’ Rate of Return to determine economic viability of designed processes.
6. Apply established rules of thumb (i.e., heuristics) to develop proper strategies, select equipment, and
sequences of operations to develop a good preliminary design of a process.
7. Understand the importance of closest-approach temperature difference (the pinch point) and determine the
minimum utility usage for process.
8. Design a Heat Exchanger Network (HEN) and carry out task integration to achieve minimum cost.
9. Design a Chemical Process
Course Relationship to ChE program Educational Objectives:
This level three course contribute to the ChE program objectives & outcomes as follows:
Outcome II. Students learn different aspects of chemical processes such as economic, safety, environmental,
ethical factors, and the key steps in design of the processes. Students apply their fundamental knowledge of
chemical engineering to improve process efficiencies. This outcome is supported by SLOs 1 and 2.
Outcome III. Students learn different aspects of economic and profitability analyses of chemical processes.
Students apply their fundamental knowledge of chemical engineering as well as design concepts such
“design heuristics” to sequence unit operation and develop preliminary design of processes. Students also
apply process improvement concepts such as such as “closest temperature approach” to improve the basic
design to maximize profit. This outcome is supported by SLOs 4, 5, 6, 7, and 8.
Outcome IV. Students learn to use commercial process simulation software, (e.g., hysys) to design chemical
processes. Students use process simulator to create detailed flow sheets, and determine equipment size and
overall process costs. This outcome is supported by SLOs 3 and 9.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome IX assessment committee (in Year 3) to formulate future metrics.
A-20
Course:
ChE/IPRO 496-Design IPRO
Description:
Group project in process design. Integration of technical, safety, environmental, economic and
societal issues in process development and design. Final part of IPRO project package. Project
teams consist of chemical and environmental engineering students and students from other
disciplines and professions. Students from other academic units should register for designated
section of IPRO 297/397/497 (3 credits) and their contribution to the project tasks will be defined
accordingly. Only CHE students should register for this course. Prerequisites: CHE 494, IPRO 296,
Co-requisites: CHE 423, CHE 435. (1-2-2)
Course Goals:
1. To provide students a good understanding of various technical, economics, health, safety, environmental,
ethical, and societal issues related to design of chemical processes.
2. To provide students the necessary tools and skills to function effectively in a team environment to carry out a
multi-task design project to improve existing or design new products/processes/equipment.
3. To develop proficiency among students in successful teamwork in a multidisciplinary environment; effective
communication, leadership, and project management; and finding reasonable solutions to complex problems.
Student Learning Objectives(SLOs):
Upon completion of this course, students will be able to:
1. Recognize technical, economics, health, safety, environmental, societal, and ethical issues related to
chemical processes and apply chemical engineering knowledge to resolve them.
2. Understand laws, rules, and regulations applicable to health, safety, and environmental aspects of chemical
processes.
3. Demonstrate effective leadership and sound project management skills to develop and carry out a work plan
(including objective, approach, scope, tasks, schedule, and budget) to achieve project goals on schedule.
skills as a senior member of a team
4. Carry out a multi-task project to design new or improve existing products/processes/equipment, using recent
advances in computational technologies.
5. Demonstrate effective verbal, written, and visual communication.
Course Relationship to ChE program Educational Objectives:
This Level three course contribute to the ChE program objectives & outcomes as follows:
Outcome III. Student apply their chemical engineering knowledge to design new, or improve existing
chemical products, equipment, or processes. This outcome is supported by SLOs 1, 2, and 4.
Outcome IV. Students utilize modern and commercially available chemical process design simulation
software to design new, or improve existing chemical products, equipment, or processes. This outcome is
supported by SLO 4.
Outcome VI. Students utilize modern communications technologies to prepare presentations, websites,
posters, and reports. This outcome is supported by SLO 5.
Outcome VII. Students learn to function effectively in an intra-disciplinary or inter-disciplinary team to
develop and carry out a work plan (including objective, approach, scope, tasks, schedule, and budget) to
achieve project goals on schedule. Students also learn to function effectively as a senior member and task
leader in the team to achieve task and project objectives. This outcome is supported by SLO 3.
Outcome VIII. Students develop an understanding and recognize the importance of professional ethics
through lectures provided by course professor as well as guest speakers. Students also develop an
understanding and recognize the importance of societal issues through lectures provided by course professor
as well as guest speakers. This outcome is supported by SLO 1.
Outcome IX: The entire ChE curriculum is designed to instill in the students a yearning for the pursuit of
“Life Long Learning”, and the skills necessary for it. Each course achieves this goal by various means. The
assessment plan for this outcome is currently under development, data are continually being collected to
assess the whole range of methodologies that are used in this regard. All data collected will be used by the
outcome IX assessment committee (in Year 3) to formulate future metrics.
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Course:
CHE 498 Chemical Process Safety Design
Description:
Course is directed to present to the student the principles of safety in the design and operation of
chemical processes.
Prerequisites: CHE 494
Textbook: Chemical Process Safety, Crow, D. A., and Louvar, J. F.,
Prentice Hall, 2002
Course Goals:
1. To teach the student how to apply safety principles to the design of chemical processes.
2. To instill a culture of safety in the students work in process design and operation of chemical processes.
3. To inform the student of actions that led to catastrophic accidents in industry and how they could have been
prevented.
Student Learning Objectives
Upon completion of the course students will be able to:
1. Calculate the magnitude of equipment and production losses resulting from catastrophic accidents and the
insurance premiums encumbered on the process industries.
2. Apply the thermodynamics of explosions
3. Analyze a process design to identify process hazards leading to catastrophic accidents.
4. Demonstrate how chemical reactivity is a hazard in process operations.
5. Design process drums, separators, and rundown tanks for safe operations.
6. Apply the fluid mechanics required to develop source and dispersion models for the release of toxic,
flammable and explosive materials.
7. Understand the characteristics of fires and principles of fire protection.
8. Design process relief systems
Course Relationship to ChE program Educational Objectives:
This level four course contributes to the ChE program objectives as follows:
Outcome I. Students learn the basic science and mathematics involved in explosions caused by chemical and
mechanical means. Outcome supported by SLO 1.
Outcome II. Students apply basic chemical engineering principles in incorporating safety in the design of chemical
processes Outcome is supported by SLOs 5, 5, and 7.
Outcome III. Students learn the chemical engineering steps involved in designing safety in chemical processes.
Outcome supported by
SLOs 3, 4, 5, and 7.
Outcome VI. Students use modern
computer communication systems to learn of industrial catastrophic accidents. Outcome supported by SLO 1.
Outcome VIII. Students analyze the social consequences of industrial catastrophic accidents. Outcome supported by
SLO 1.
OutcomeIX. Students have been exposed to a safety culture in t he design and operation of chemical processes.
Course Topics
1. Description of Recent Catastropic Explosions Resulting in Loss of Life
2. Economics of Explosions - Equipment, Production, and Life Losses
3. Thermodynamics of Explosions
4. Process Design and Operations Analysis to Identify Process Hazards Leading to Catastropic Accidents
5. Student Projects Fault Tree Analysis and HAZOP
6. Process Fires and Fire Protection
7. Chemical Reactivity Hazards
8. Student Safety Project
9. Accidental Release of Toxic, Flammable, and Explosive Materials
10. Student Safety Project
11. Process Relief Systems
12. Student Safety Project
A-22
Course:
CHEM 125 Principles of Chemistry II
Required of the following majors:
biology, chemistry, chemical engineering, molecular biochemistry/biophysics, and physics.
Catalog Description:
"Chemical equilibria, the chemistry of acids and bases, solubility and precipitation
reactions, introduction to thermodynamics and electrochemistry. Chemistry of selected
elements and their compounds."
Prerequisites: Chemistry 124 or equivalent (sometimes with consent of instructor)
Textbooks:
"Chemistry: The Central Science; Brown, LeMay & Bursten; (8th Ed.) Prentice Hall, Inc.
Course objectives:
Chemistry 125 is a second semester course which assume a working knowledge of chemical stoichiometry, properties
of gases, thermochemistry, elementary bonding principles, states of matter and related topics in Chapters 1 through 12
of the textbook.
Emphasis is placed on developing an understanding of important principles and concepts which apply to chemical
(and often other) systems and on using this understanding to solve specific problems based on those principles,
Consequently, the memorizing of equations or descriptive facts will be de-emphasized
The course is divided into three parts each culminating in an "hour exam"
Topics covered:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Properties of Solutions
Chemical Kinetics
Chemical Equilibrium
Acid-Base Equilibrium
Other Aqueous Equilibria
Chemistry of the Environment
Chemical Thermodynamics
Electrochemistry
Nuclear Chemistry
Chemistry of the Nonmetals
Metals and Metallurgy
Coordination Chemistry
Chemistry of Life (Introduction to Organic Chemistry and Biochemistry
Class/Laboratory schedule:
Two 75 minute lectures and one 170 minute (nominally) laboratory per week
Contribution of course to meeting the professional component:
Contributes 1/8 of a year of basic science and a laboratory experience.
Relationship of course to program outcomes
Proficiency in a basic science, development of laboratory/investigative skills and strengthening of problem solving
ability
Prepared by: K. Schug, Professor of Chemistry 5/18/08
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Course:
CHEM 237 Organic Chemistry-1 (CHEM 235 is lecture only)
Required of chemical engineering students.
Catalog Description:
The constitution and properties of the different classes of organic compounds is studied with
considerable attention devoted to stereochemisrty, reaction mechanisms, synthetic organic
and bio-organic synthesis and spectroscopy. The laboratory involves an introduction to
organic syntheses and lab practices.
Prerequisites:
Chemistry 125 or equivalent (sometimes with consent of instructor)
Textbooks:
"Organic Chemistry”: L. G. Wade (4th Ed.) Prentice Hall, Inc.
Course objectives:
Chemistry 237 is the first semester organic course of a (usually) two semester sequence. It
assumes a working knowledge of a typical two-semester freshmen chemistry sequence. It
has a three hour lab associated with the lecture. Emphasis is placed on developing an
understanding of important principles and concepts which apply to organic compounds
including structural aspects, organic reactions and their application towards organic
synthesis, and organic spectroscopy. The course is divided into three parts each culminating
in an "hour exam". A quiz is given each week. Homework is collected.
Course Topics:
1. Introduction and review
2. Structures and Propeerties of Organic Molecules
3. Structure and Stereochemistry of Alkanes
4. The Study of Chemical Reactions
5. Stereochemistry
6. Alkyl Halides Substitution and Elimination
7. Structure ansd Synthesis of Alkenes
8. Reactions of Alkenes
9. Alkynes
10. Structure and Synthesis of Alcohols
Class/Laboratory schedule (3-4-4)
Two 75 minute lectures and one 170 minute (nominally) laboratory per week
Contribution of course to meeting the professional component:
Contributes 1/8 of a year of basic science and a laboratory experience.
Relationship of course to program outcomes
Proficiency in a basic science, development of laboratory/investigative skills and strengthening of problem
solving ability
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Course:
CHEM 239 Organic Chemistry-II
Required of chemical engineering students.
Catalog Description:
Sequel to Organic Chemistry I. Constitution and properties of organic compounds at a
fundamental level. Introduction to biological materials and synthetic polymers.
Prerequisites:
Chemistry 237 or equivalent (sometimes with consent of instructor)
Textbooks:
"Organic Chemistry”: L. G. Wade (4th Ed.) Prentice Hall, Inc.
Course objectives:
Chemistry 239 is the second semester organic course of a (usually) two semester sequence. It assumes a working
knowledge of a typical two-semester freshmen chemistry sequence and one semester organic with coverage of
structure and simple reaction mechanisms. Emphasis is placed on developing an understanding of important
principles and concepts which apply to organic compounds including structural aspects, organic reactions and their
application towards organic synthesis, and organic spectroscopy.
The course is divided into three parts each culminating in an "hour exam". A quiz is given each week. Homework is
collected.
Topics covered:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Reactions of Alcohols
Infrared and Mass Spectroscopy
Nuclear Magnetic Resonance Spectroscopy
Ethers and Epoxides
Conjugated Systems and Orbital Symmetry
Aromatic Compounds
Reactions of Aromatic Systems
Ketones and Aldehydes
Amine
Acid derivatives
Carbonyl condensation reactions
Overview of biological molecules
Class/Laboratory schedule (3-0-3):
Two 75 minute lectures per week
Contribution of course to meeting the professional component:
Contributes 1/8 of a year of basic science and a laboratory experience.
Relationship of course to program outcomes:
Proficiency in a basic science, development of laboratory/investigative skills and strengthening of problem
solving ability
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Course:
Description:
Chem 343 Physical Chemistry I
The focus of this course will be concepts and applications of thermodynamics and kinetics. The
course will introduce the fundamental laws of thermodynamics, equations of states, chemical
equilibrium, phase equilibrium, electrochemical equilibrium, ionic equilibrium, biochemical
reactions, experimental chemical kinetics and kinetic theory.
Instructor:
Prof. Rong Wang
Life Sciences, R 348.
Tel: 312-567-3121, e-mail: [email protected]
Office Hours: Tuesday: 12:00 pm –2:00 pm
Thursday: 12:00 pm – 2:00 pm
Teaching Assistant:
Funing Yan , Life Sciences, R 348, e-mail: [email protected],
Prerequisites: chem 247, phys 223, math 251
Textbook:
“Physical Chemistry”, by Robert J. Silbey and Robert A. Alberty,
3rd edition (John Wiley & Sons, New York, NY 2001)
Grading:
homework
Quiz
Midterm
Final
20%
25%
20%
35%
Course Topics:
1. Zeroth, first, second and third laws of thermodynamics
2. Fundamental equations of thermodynamics
3. Chemical equilibrium
4. Phase equilibrium
5. Electrochemical equilibrium
6. Ionic equilibrium
7. Equilibrium in biochemical reactions
8. Experimental kinetics
9. Kinetic theory
Expected Knowledge Gain:
The students will learn the basic concepts of equilibrium states and fundamental equations, the specification of a
system by state functions, how to determine the various state functions from experimental data under distinct
conditions, how to derive the equilibrium constants for chemical and biochemical reactions, the essential of phase
diagram and phase transition, the reactions in an electrochemical cell, the dissociation of a weak acid and the
establishment of equilibrium, the rate of a reaction in experimental kinetics.
Upon the completion of the course, the students should be able to:
1. clearly understand the laws of thermodynamics
2. derive the fundamental equations from the laws of thermodynamics
3. calculate the thermodynamic properties, e.g., Gibbs energy, entropy, enthalpy, heat capacities, chemical
potentials from the fundamental equations
4. calculate the equilibrium constants for various reactions
5. explain the phase diagram and phase transition
6. calculate the electromotive force, standard electrode potentials, activity of electrolytes, ionic strength in an
electrochemical cell
7. determine the dissociation constants for acid, base and water (ion product) under various conditions
8. calculate the formation and reaction Gibbs energy and enthalpy at specified pH
9. calculate the rate constant of a reaction, the order of a reaction
10. understand the collision phenomena in gas reactions
11. calculate the mean free path, the collision frequency, the speed of gas molecules using the kinetic theory.
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Note: The class notes will be available in the reserves (electronic) at Galvin library http:// www.gl.iit.edu.
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Course:
Description:
Chem 344 Physical Chemistry II
In this course, the students will learn quantum theory, atomic and molecular structures and
spectroscopy, statistical mechanics, experimental chemical kinetics, chemical dynamics and
photochemistry, kinetics in the liquid phase. The course will focus on the basic concepts in
quantum theory and how to use these concepts to explain the atomic and molecular structures and
spectroscopy. Experimental chemical kinetics and chemical dynamics are also very important
parts of this course. The lecture will be accompanied with a lab course. In the lab, the students
will perform nine experiments covering both Physical Chemistry I and Physical Chemistry II.
Two oral presentations in terms of the experiments will be required for each student.
Instructor:
Teaching Assistant:
Prof. Rong Wang
Life Sciences, R 348.
Tel: 312-567-3121, e-mail: [email protected]
Office Hours: Wednesday: 10:00 am – 12:00 pm
Friday: 1:30 pm – 3:30 pm
Funing Yan
Life Sciences, R 348, e-mail: [email protected]
Prerequisites: Chem 343 Physical Chemistry I
Textbook:
“Physical Chemistry”, by Robert J. Silbey and Robert A. Alberty,
3rd edition (John Wiley & Sons, New York, NY 2001)
“Experiments in Physical Chemistry”, by David P. Shoemaker, Carl W. Garland and
Joseph W. Nibler, 6th edition (WCB/McGraw-Hill)
Grading:
homework
Quiz
Midterm
Final
Lab
15%
18%
17%
25%
25%
Course Topics:
1. Quantum theory
2. Atomic and molecular electronic structures
3. Molecular spectroscopies
4. Statistical Mechanics
5. Chemical dynamics and photochemistry
6. Kinetics in the liquid phase
7. Experiments in physical chemistry (lab course)
Expected Knowledge Gain:
Upon the completion of the course, the students should be able to:
1. clearly understand the postulates of quantum mechanics
2. convert a classical property into a quantum mechanic operator
3. solve Schrodinger equations to achieve eigenfunctions and energy levels of various atoms and molecules
4. calculate the atomic and molecular spectra, ionic energy, dissociation energy
5. explain chemical bonding
6. use molecular partition functions to calculate thermodynamic properties
7. understand the relation between a macroscopic state and a microscopic state
8. understand potential energy surfaces, principles of photochemistry and related calculations
9. describe the diffusion and mobility of ions, calculations
10. improve the experimental skills via the nine experiments
11. improve the communication skills via the oral presentations and report writings
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Note: The class notes will be available in the reserves (electronic) at Galvin library http:// www.gl.iit.edu.
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Course:
MATH 151: Calculus I - Required
Course Description from Bulletin: Analytic geometry. Functions and their graphs. Limits and continuity.
Derivatives of algebraic, trigonometric and inverse trigonometric functions. Applications of the derivative.
Introduction to integrals and their applications. (4-1-5) (C)
Enrollment: Required for AM majors and all engineering majors
Textbook(s): Stewart, Calculus, 6th ed., Brooks/Cole.
Other required material: Maple
Prerequisites: Must pass departmental pre-calculus placement exam
Objectives:
1.
Students will understand and be able to apply the concept of limit, continuity, differentiation, and integration
(all single variable).
2.
Students will learn to distinguish between definitions and theorems and will be able to use them
appropriately.
3.
Students will know and be able to apply laws/formulas to evaluate limits, derivatives, and (some) integrals.
4.
Students will interpret the basic calculus concepts from both algebraic and geometric viewpoints.
5.
Students will be able to use calculus in basic applications, including related rate problems, linear
approximation, curve sketching, optimization, Newton's method, volume and area.
6.
Students will use Maple for visualization and calculating exact and approximate solutions to problems.
7.
Students will do a writing project.
Lecture schedule: Three 67 minute lectures and one 75 minute TA session (Maple computer lab and recitation) per
week
Course Outline:
Hours
1.
Elementary analytic geometry, functions, trigonometry
3
2.
Limits, continuity, tangent lines
7
3.
The derivative, differentiation of algebraic and trigonometric functions,
implicit functions, related rates of change
18
4.
Applications of the derivative
6
5.
Theory of inverse functions and their derivatives, inverse trigonometric
functions and their derivatives
3
6.
Anti-derivatives, definite and indefinite integrals, Fundamental
Theorem of Calculus
13
7.
Applications of the Integral
5
Assessment:
Homework/Quizzes
10-20%
Maple Lab/Recitation
5-15%
Tests
40-50%
Final Exam
25-30%
Syllabus prepared by: Michael Pelsmajer and Dave Maslanka
Date: 01/10/06 (Last updated: Oct.23, 2007)
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Course:
MATH 152 Calculus II - Required
Course Description from Bulletin: Transcendental functions and their calculus. Integration techniques. Applications
of the integral. Indeterminate forms and improper integrals. Polar coordinates. Numerical series and power
series expansions. (4-1-5) (C)
Enrollment: Required for AM majors and all engineering majors
Textbook(s): Stewart, Calculus, 6th ed., Brooks/Cole
Other required material: Maple
Prerequisites: Grade of "C" or better in MATH 151 or MATH 149 or Advanced Placement
Objectives:
8.
The student should acquire a sound understanding of the common transcendental functions.
9.
The student should become proficient in the basic techniques of integration for the evaluation of definite,
indefinite, and improper integrals.
10. The student should learn to solve first-order separable and linear differential equations with initial values.
11. The student should learn parametric curves and polar curves and their calculus.
12. The student should learn infinite series, power series and Taylor polynomial and series, and their
convergence properties.
13. The student should be able to utilize the computer algebra system Maple to explore mathematical concepts,
illustrate them graphically, and solve problems numerically or symbolically.
14. The student should become a more effective communicator by developing his/her technical writing skills in
the preparation of several Maple lab reports.
Lecture schedule: Three 67 minute lectures and one 75 minute TA session (Maple computer lab and recitation) per
week
Course Outline:
Hours
8.
Inverse Functions and their derivatives; Exponential and logarithmic
functions; Indeterminate forms and L’Hospital’s rule
12
9.
Techniques of integration; Improper integrals
12
10. Differential equations: Euler’s method; 1st order separable DE’s,
8
exponential growth and decay; The logistic equation; 1st order linear DE’s
11. Parametric equations and polar coordinates for plane curves
10
12. Sequences; Numerical series; Convergence tests; Power series; Taylor 12
series; Applications of power/Taylor series
13. Complex numbers
Assessment:
3
Homework/Quizzes
10-20%
Maple Lab/Recitation
5-15%
Tests
40-50%
Final Exam
25-30%
Syllabus prepared by: Xiaofan Li and Dave Maslanka
Date: 12/15/05 (Last updated: Oct.23, 2007)
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Course:
MATH 251: Multivariate and Vector Calculus - Required
Course Description from Bulletin: Analytic geometry in three-dimensional space. Partial derivatives. Multiple
integrals. Vector analysis. Applications. (4-0-4)
Enrollment: Required for AM majors and some engineering majors
Textbook(s): Stewart, Calculus, 5th ed., Brooks/Cole
Other required material: None
Prerequisites: Math 152
Objectives:
15. Students will learn to solve problems in three-dimensional space by utilizing vectors and vector-algebraic
concepts. This includes representation in Cartesian, cylindrical and spherical coordinates.
16. Students will be able to describe the path, velocity and acceleration of a moving body in terms of vectorvalued functions, and to apply the derivative and integral operators on space curves in order to characterize
the length, curvature and torsion of a smooth curve.
17. Students will learn to extend the notion of continuity and differentiability to functions of several variables,
and be able to interpret partial and directional derivatives as rates of change.
18. Students will be able to use partial differentiation to solve optimization problems. This includes being able
to solve constrained optimization problems via Lagrange multipliers.
19. Students will learn to extend the notion of a definite integral from a one-dimensional to an n-dimensional
space, and be able to describe and evaluate double and triple integrals in Cartesian and curvilinear
coordinates.
20. Students will be able to work with vector-valued functions of several variables (i.e., vector fields) and be
able to compute line and surface integrals.
21. Students will be able to use the theorems of Green, Stokes, and Gauss to solve classical physics problems.
Lecture schedule: 3 75 minute lectures per week
Course Outline:
14. Vectors and the Geometry of Space
a. Vectors in the plane
b. Cartesian coordinates and vectors in space
c. Dot products and cross products
d. Lines and planes in space
e. Cylinders and quadric surfaces
f. Cylindrical and spherical coordinates
15. Vector Functions and their Derivatives
a. Vector-valued functions and motion in space
b. Space curves
c. Arc length and the unit tangent vector
16. Partial Derivatives
a. Functions of several variables
b. Limits and continuity, partial derivatives, differentiability
c. Linearization and differentials
d. Chain rule
e. Gradient vector, tangent planes, directional derivatives
f. Extreme values and saddle points,
g. Lagrange multipliers
h. Taylor’s formula
Hours
10
6
12
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17. Multiple Integrals
a. Double integrals
b. Areas, moments, and centers of mass
c. Double integrals in polar form
d. Triple integrals in rectangular coordinates
e. Masses and moments in 3-D
f. Triple integrals in cylindrical and spherical coordinates
g. Substitutions in multiple integrals
13
18. Vector Calculus
a. Integration in vector fields
b. Line integrals
c. Vector fields
d. Work, circulation, and flux
e. Path independence, potential functions, and conservative fields
f. Green’s theorem in the plane
g. Surface area and surface integrals
h. Parameterized surfaces
i. Stokes’ theorem
j. Divergence theorem and a unified theory
13
Assessment:
Homework/Quizzes
10-25%
Tests
40-50%
Final Exam
25-30%
Syllabus prepared by: Andre Adler and Greg Fasshauer
Date: 05/15/08
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Course:
MATH 252: Introduction to Differential Equations - Required
Course Description from Bulletin: Linear differential equations of order one. Linear differential equations of higher
order. Series solutions of linear DE. Laplace transforms and their use in solving linear DE. Introduction to
matrices. Systems of linear differential equations.(4-0-4)
Enrollment: Required for AM majors and some engineering majors
Textbook(s): Zill, Differential Equations, 8th ed., Brooks/Cole
Other required material: None
Prerequisites: Math 152
Objectives:
22. Students will be able to classify and solve first-order DEs and IVPs of various types: especially separable,
exact, linear, and others reducible to them.
23. Students will be able to solver higher-order linear DEs and IVPs having constant coefficients via the method
of undetermined coefficients and variation of parameter.
24. Students will be able to obtain power series solutions (about regular points) of second-order linear DEs
having variable coefficients.
25. Students will be able to manipulate Laplace transforms and to solve linear IVPs using them.
26. Students will be able to solve systems of first-order linear DEs.
27. Students will be able to solve a variety of physical problems modeled by first-order and linear second-order
IVPs.
Lecture schedule: 3 75 minute lectures per week
Course Outline:
Hours
19. Linear Equation of Higher Order
12
a. Initial-value and boundary-value problems
b. Linear dependence and linear independence
c. Solutions of linear equations
d. Homogeneous linear equations with constant coefficients
e. Undetermined coefficients
f. Variation of parameters
20. Application
4
a. Free undamped motion
b. Free damped motion
c. Driven motion
d. Power series solutions, solutions about ordinary points
21. Laplace Transforms
15
a. Laplace transform and inverse transform
b. Translations theorems and derivatives of a transform
c. Transforms of derivatives, integrals and periodic functions
d. Applications
e. Systems of linear equations
22. Introduction to Matrices
12
a. Basic definitions and theory
b. Gaussian elimination
c. Eigenvalues
23. Systems of Linear First-Order Differential Equations
12
a. Preliminary theory
b. Homogeneous linear systems
c. Distinct real eigenvalues, repeated eigenvalues, complex eigenvalues
d. Variation of parameters
Assessment:
Homework
Quizzes/Tests
Final Exam
10-25%
40-50%
25-30%
Syllabus prepared by: Andre Adler and Warren Edelstein Date: 12/15/05
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Course:
PHYS 123: General Physics I: Mechanics – Required
Catalog Data: Vectors and motion in one, two, and three dimensions. Newton’s Laws; particle dynamics, work and
energy. Conservation laws and collisions. Rotational kinematics and dynamics, angular momentum and equilibrium of
rigid bodies. Simple harmonic motion. Gravitation. Corequisite: MATH 149, MATH 151, or MATH 161
Textbooks:
“Physics for Engineers and Scientists,” Third Edition, Ohanion & Markert
Physics Division General Physics Laboratory Manual
Course Objectives and Material Covered: See Catalog Description for material description. The purpose of the
laboratory is to familiarize the student with the physical phenomena being studied, and to teach techniques in
experimental observation and data analysis.
Schedule: PHYS 123 meets in either 2 75-minute lecture sessions per week. The laboratory meets for 3-hour
sessions on alternate weeks, alternating with recitations conducted by the class lecturer.
Contribution to Professional Components:
PHYS 123 contributes 1/8 of a year of college level basic science and a laboratory experience.
Relationship of Course to ABET Outcomes:
PHYS 123 contributes to program outcomes by promoting proficiency in science and proficiency in collecting and
analyzing data.
Prepared by: H. A. Rubin, Associate Chair for Physics, 4/04/08
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Course:
Catalog Data:
PHYS 221: General Physics II: Waves, Electricity and Magnetism – REQUIRED
Oscillations and waves. Charge, electric field, Gauss’s Law and potential.
Capacitance, resistance, simple a/c and d/c circuits. Magnetic fields, Ampere’s Law, Faraday’s Law, induction.
Maxwell’s Equations, electromagnetic waves, and light. Reflection and refraction, lenses. Prerequisite: PHYS 123.
Corequisite: MATH 152 or MATH 162
Textbooks:
“Physics for Engineers and Scientists,” Third Edition, Ohanion & Markert
Physics Division General Physics Laboratory Manual
Course Objectives and Material Covered: See Catalog Description for material description. The purpose of the
laboratory is to familiarize the student with the physical phenomena being studied, and to teach techniques in
experimental observation and data analysis.
Schedule: PHYS 221 meets in 2 75-minute lecture sessions per week. The laboratory meets for 3-hour sessions on
alternate weeks, alternating with recitations conducted by the class lecturer.
Contribution to Professional Components:
PHYS 221 contributes 1/8 of a year of college level basic science and a laboratory experience.
Relationship of Course to ABET Outcomes:
PHYS 221 contributes to program outcomes by promoting proficiency in science and proficiency in collecting and
analyzing data.
Prepared by: H. A. Rubin, Associate Chair for Physics, 4/04/08
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Course:
IPRO 497:Interprofessional Project (IPRO) Course
Designation:
Required Course. Students must complete at least two interprofessional project courses. (A total of
six credit hours.). ChE students can only use 3 credits of this OPEN IPRO, as 3 credits come from
ChE/IPRO 296 and 496.
Course Description:
Interprofessional project courses allow students to learn teamwork, leadership and project
management skills while working in multidisciplinary teams on projects involving technical,
ethical, environmental, economic, public policy and legal issues. IPRO project teams are
typically comprised of 6 to 10 students from sophomore through graduate level and from all
disciplines, who can broadly contribute to a project effort.
Prerequisite:
None. Minimum of sophomore level standing.
Textbook:
None. Resource materials related to teambuilding, project management and communications are
provided.
Course Objectives:
Objective I [First Semester IPRO I Experience]: When engaged in a multiprofessional team project, the student
will be able to work effectively as a member of the team and thereby:
1.
Contribute basic disciplinary [technical] expertise and skills to the projectSuccessfully
apply basic project management principles in the completion of tasksRecognize ethical
issues as they arise during the course of the projectCommunicate effectively through
appropriate verbal, written, and visual formats
5.
Search and organize information as needed.
Objective II [Second Semester IPRO II Experience]: Not applicable to ChE students
Topics Covered:
The IPRO Program prepares students for the practical challenges they will face in a changing workplace by
emulating a cross-functional team environment. The program engages multidisciplinary teams of students in
semester-long projects based on real-world topics from sponsors that reflect the diversity of the workplace:
corporations, entrepreneurial ventures, non-profit organizations, government agencies, and university researchers.
Teams may include students from all academic levels (sophomore through graduate school), and across IIT’s
professional programs (engineering, science, business, law, psychology, design, and architecture). Integration of both
vertical (bridging academic levels) and horizontal (bridging professional programs) dimensions within a project team
experience is distinctive in higher education today. Through this program, students have the opportunity to develop a
unique portfolio of real-world experiences that will help focus their academic efforts to career directions that best fit
their aptitude and interest. The grading, deliverables and assessment process are designed to emulate the type of
project responsibilities, cross-functional collaboration experience and team process evaluation that professionals
encounter during their careers.
The range of real-world topics offered as a focus for about 60 projects each year, mirrors the workplace and
the expertise of IIT faculty. Projects have been organized by sponsoring organizations and faculty from all academic
programs. Topics have been completed in the following broad categories: community and public service, fieldwork
and operations analysis, global issues, applying advanced technologies and new frontiers. Specific topics have
included usability testing of advanced pagers, internet search engine design, renewable energy system technology,
web site evaluation and design, medical imaging technology, alternative fuel vehicle design and competition, guitar
string manufacturing and marketing analysis, window solar awning design, digital Braille watch design, etc. etc. A
special set of entrepreneurial projects (EnPROs) are focused to creating a business plan in addition to meeting all
requirements and objectives of an IPRO project course. Refer also to http://ipro.iit.edu for additional examples.
Contribution of Course to Meeting Professional Component Requirements:
The completion of two interprofessional courses, as a general education requirement, complements the technical
content of the engineering curriculum by providing a multidisciplinary team project-based learning experience that
emulates the workplace. On the order of 60 IPRO projects are offered each academic year, representing a wide
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variety of topics that offer a range of experiences in applying knowledge, developing skills and broadening
professional perspectives through the format of a team comprised of students from IIT’s range of professional
programs, including engineering and science, psychology, architecture, law, business and design. Since students must
complete two IPRO projects, approved by their faculty adviser, there is opportunity to develop professional
capabilities through practical experience. First, students have the opportunity to apply the knowledge gained in their
major programs of study because of the technical objectives of the project they choose; and in some cases, subject to
departmental guidelines and review, they can satisfy the requirement for a major design experience. Second, students
develop skills in a variety of communications modes and in project management methodology that emulates the crossfunctional workplace environment. Third, students learn to integrate realistic constraints -- depending on the focus of
the specific project topic they choose -- that may include the following types of considerations,: economics,
environmental, sustainability, manufacturability, ethical, legal, social, health and safety.
Relationship of Course to Program Outcomes and Assessment:
The extent to which the completion of two IPRO project team courses, as a general education requirement, satisfies
Criterion 3 of ABET Engineering Criteria 2000 is summarized in the table below. The student project team associated
with each IPRO course each semester must demonstrate their competency through the preparation of a “Team Record
Book” which represents a portfolio of their collective work that integrates the course syllabus and the following
deliverables: project plan, mid-term progress report, web site, final oral presentation, professional-style poster, onepage abstract, final project report, team member journal (extra credit) and team activity log. The IPRO course and
associated team record portfolio support all undergraduate engineering program outcomes and assessment processes.
(a) Apply knowledge of mathematics, science, and engineering* (b) Design and conduct experiments, as well as
to analyze and interpret data
1
(c) Design a system, component, or process to meet desired needs
3
(d) Function on multi-disciplinary teams
3
(e) Identify, formulate, and solve engineering problems
1
(f) Understand professional and ethical responsibility
3
(g) Communicate effectively
3
(h) Understand the impact of engineering solutions in a global and societal context
1
(i) Recognize the need for, and an ability to engage in, life-long learning
2
(j) Understand contemporary issues
2
(k) Use the techniques, skills, and modern engineering tools necessary for engineering practice
2
Participate in a major design experience
*
Code:
3 = a primary learning objective of the IPRO course
2 = a secondary learning objective of the IPRO course
1 = learning objective is addressed in the IPRO course to some extent
* = learning objective may be addressed in the IPRO course, depending on project topic and
individual team member assignments
Prepared by:
Thomas M. Jacobius, Director
Interprofessional Studies & The IPRO Program
Date:
May 18, 2008
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Course:
CS105 - Introduction to Computer Programming I
Course Manager - Matthew Bauer, Senior Lecturer
Last Updated - 05/20/08
2 credit hours; required for CS & CPE (or CS200); 100 min. lecture & 50 min. lab each week
Current Catalog Description - Introduces the use of a high-level programming language (C/C++) as a problemsolving tool—including basic data structures and algorithms, structured programming techniques, and software
documentation. Designed for students who have had little or no prior experience with computer programming. (2-1-2)
Textbook

Roberge/Bauer/Smith, Engaged Learning for Programming in C++: A Laboratory Course, Jones and
Bartlett Publishers, 2nd Edition, ©2001, ISBN-0763714232
References - other textbooks or materials

Deitel/Deitel, C++ How To Program, Prentice-Hall, Inc., 3rd Edition, ©2001, ISBN-0130895717l
Course Goals - Students should be able to:

Analyze and explain the behavior of simple programs involving the following fundamental programming
constructs: assignment, I/O (including file I/O), selection, iteration, functions
 Write a program that uses each of the following fundamental programming constructs: assignment, I/O
(including file I/O), selection, iteration, functions
 Break a problem into logical pieces that can be solved (programmed) independently.
 Develop, and analyze, algorithms for solving simple problems.
 Use a suitable programming language, and development environment, to implement, test, and debug
algorithms for solving simple problems.
 Write programs that use each of the following data structures (and describe how they are represented in
memory): strings, arrays, and class libraries including strings and vectors
Prerequisites by Topic

no prerequisites
Major Topics Covered in Course
1. Development Environment, C++ Program Elements
2. Data Types, Expressions, Basic I/O, Data Type Conversion, Library Functions, Strings (introduction)
3. Selection
4. Stream File I/O, Output Manipulators
5. Iteration
6. Functions (scope, pass by reference, overloading)
7. Arrays, Vector Class
8. Project
3hours
3hours
6 hours
4 hours
8 hours
3 hours
9 hours
5 hours
Quiz #1, Midterm Exam, Quiz #2
Final Exam
4 hours
45 hours
Laboratory projects (specify number of weeks on each)


9 labs (1-2 labs each week, each lab contains multiple programming assignments, some with shells, and
analysis work)
o Programming using a Development Environment; C++ Program Elements I; C++ Program
Elements II; Selection; File I/O and Streams; Iteration I; Iteration II; Functions I; Arrays and Using
the Vector Class
1 procedural programming project (individual, 3 weeks, requiring at least 5 functions and use of class
libraries, design and implementation)
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Estimate CSAB Category Content in Credit Hours
COR ADVANC
E
ED
COR ADVANC
E
ED
Data Structures
.3
Computer Organization and Architecture
0
Algorithms
.3
Concepts of Programming Languages
1
Software Design
.3
Oral and Written Communications - Every student is required to submit at least __0___ written reports (not
including exams, tests, quizzes, or commented programs) of typically _____ pages and to make __0___ oral
presentations of typically _____ minutes duration. Include only material that is graded for grammar, spelling, style,
and so forth, as well as for technical content, completeness, and accuracy.
Social and Ethical Issues - Please list the topics that address the social and ethical implications of computing
covered in all course sections. Estimate the class time spent on each topic. In what ways are the students in this course
graded on their understanding of these topics (e.g., test questions, essays, oral presentations, and so forth).

Legitimate Code Re-Use, 1 hour, procedural programming project
Theoretical Foundations - Please list the types of theoretical material covered, and estimate the time devoted to such
coverage in contact (lecture and lab) hours.

none
Problem Analysis - Please describe the problem analysis experiences common to all course sections.

Most labs include problem solving with pseudo-code component, or debugging code segments, or determine
program output.
Solution Design - Please describe the design experiences common to all course sections.

1 procedural programming project (individual, 3 weeks, requiring at least 5 functions and use of class
libraries, design and implementation)
Other Course Information
 Additional Suggested Course Assignments
o 2 programming quizzes (50 minutes each in lab)
o 1 midterm exam (100 minutes, around 70% programming)
o 1 final exam (120 minutes, around 70% programming)
 Planned Course Enhancements
o Change catalog description to include objected-oriented approach. (Summer 2002)
o Change to "objects-first" approach. (Fall 2002)
o Stress problem solving, algorithms, and design more than programming language. (Fall 2002)
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